Journal of Research on Computing in Education (Spring 2005)

By Tomoe Kanaya, Muhlenberg College; Daniel Light; and Katherine McMillan Culp

Using survey data, "Factors Influencing Outcomes from a Technology-Focused Professional Development Program" examines the relationship between intensity (as opposed to duration) of a technology-focused professional development program and specifi c participant characteristics in predicting successful outcomes. The four participant characteristics chosen were: teachers’ feelings of preparedness to support student technology use, teachers’ perceptions of the usefulness of creating technology-based projects with students, teachers’ perceptions of the relevance of the pedagogical approaches emphasized, and teachers’ prior use of featured software.

Contact Info: Daniel Light (2128074200 x4223)

Published by: International Society for Technology in Education (ISTE) Order Info

Volume 37 Number 3

(17 pp.) Print

Download a copy of “Factors Influencing Outcomes from a Technology-Focused Professional Development Program” (117KB): http://eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/2c/e6/a6.pdf

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(17 pp.) PDF